In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the the other experiences that you've had this semester. What elements of the game of school are you seeing in your placements? How have you seen teachers fight the game of school in their classes? What similarities, if any, did you see between the descriptions of American classes in the Teaching Gap and the Game of School? Finally, what impact will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy?
I agree with the Game of School in the sense that as a student in High School I did try and take the easy way out in the things I was less interested in just to get the grade. But there comes a time in a students career when he or she really starts to enjoy a subject and will put in the effort to complete the assignments not just for a grade, but to learn. And as a teacher it is my job to make assignments that students what to do, and the learning will come whether the student notices it or not. I have seen the game of school played in my placement from teachers not feeling like teaching and showing a movie, or teachers looking the other way when something happens. Although in my last visit I heard teachers talking at the lunch table. And they love to talk and gossip, but I try and weed through all the garbage talk, and pick out the important things. For instance my CT was talking about how this teacher in the English or History department who was getting rewarded for being a boring robotic teacher to the books never deviating (a All-star in the Game of School). But my teacher said why cant they reward teachers like me who are not robotic, but try and do things to make students want to learn. Why cant they notice me for students showing up into my classroom and really enjoy being there. My CT fights the game of schools every day by finding things that interest her students. We did a friction lesson in physics, and it was the intro to the topic. She showed a 20 min myth busters video about how it is impossible to pull two interleaved phone books apart. The students enjoyed the video, and she proceeded to move into a small section of notes and the day was over. I was a good way of keeping students engaged and working.
Good point. It often takes extra work and planning to bring those experiences into the classroom.
I understand that I will play the Game of School throughout my career but it is almost impossible not to. But I want to make sure that I dont become an All-star, because students are very much a mimic of the teacher. If I can show students that I am fully engaged in the school, and they understand that I dont cut corners then hopefully they wont cut corners either. This is from my philosophy, I believe that if I am a good example then students will notice and fallow suit. In order to say away from the Game of School I must be diligent in producing lesson plans that not only give good information,but also foster hard work. Hard work doesnt have to be difficult it has to keep the students working, and it is best if students dont even notice they are doing it. Giving labs and activities that get them hands on in Chemistry is an example of this. In a lab situation they are strengthening their ability to think critically, and also keeps them going because it simulates students being actual scientists
I look forward to seeing some of the activities that you think will lead to learning without conscious effort.
I agree with the Game of School in the sense that as a student in High School I did try and take the easy way out in the things I was less interested in just to get the grade. But there comes a time in a students career when he or she really starts to enjoy a subject and will put in the effort to complete the assignments not just for a grade, but to learn. And as a teacher it is my job to make assignments that students what to do, and the learning will come whether the student notices it or not. I have seen the game of school played in my placement from teachers not feeling like teaching and showing a movie, or teachers looking the other way when something happens. Although in my last visit I heard teachers talking at the lunch table. And they love to talk and gossip, but I try and weed through all the garbage talk, and pick out the important things. For instance my CT was talking about how this teacher in the English or History department who was getting rewarded for being a boring robotic teacher to the books never deviating (a All-star in the Game of School). But my teacher said why cant they reward teachers like me who are not robotic, but try and do things to make students want to learn. Why cant they notice me for students showing up into my classroom and really enjoy being there. My CT fights the game of schools every day by finding things that interest her students. We did a friction lesson in physics, and it was the intro to the topic. She showed a 20 min myth busters video about how it is impossible to pull two interleaved phone books apart. The students enjoyed the video, and she proceeded to move into a small section of notes and the day was over. I was a good way of keeping students engaged and working.
Good point. It often takes extra work and planning to bring those experiences into the classroom.
I understand that I will play the Game of School throughout my career but it is almost impossible not to. But I want to make sure that I dont become an All-star, because students are very much a mimic of the teacher. If I can show students that I am fully engaged in the school, and they understand that I dont cut corners then hopefully they wont cut corners either. This is from my philosophy, I believe that if I am a good example then students will notice and fallow suit. In order to say away from the Game of School I must be diligent in producing lesson plans that not only give good information,but also foster hard work. Hard work doesnt have to be difficult it has to keep the students working, and it is best if students dont even notice they are doing it. Giving labs and activities that get them hands on in Chemistry is an example of this. In a lab situation they are strengthening their ability to think critically, and also keeps them going because it simulates students being actual scientists
I look forward to seeing some of the activities that you think will lead to learning without conscious effort.